Integrating Reflective Practice in Family Therapy Supervision

Senediak, Christine

doi:10.1002/anzf.1035

Cited by 15 publications

(24 citation statements)

References 56 publications

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“…To that aim, they stressed the importance of educational methods such as the construction of their genogram, the writing of reflexive notes and the performance of external dialogues. Such educational practices are consistent with suggestions for enhancing reflexivity in training (Senediak, ; Strong, ; Tseliou, ). This fluctuation between inner and outer processes as concerns the experience of reflexivity in training also seems consistent with research on reflective processes in counseling (Schmidt & Adkins, ).…”

Section: Discussionsupporting

confidence: 86%

Moving Between Dialogic Reflexive Processes In Systemic Family Therapy Training: An Interpretative Phenomenological Study of Trainees’ Experience

Givropoulou

Tseliou

2017

J Marital Family Therapy

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In this article, we present a qualitative research study concerning the ways that systemic family therapy trainees experience reflexivity while in training. There is inadequate theorizing and limited research concerning reflexivity in family therapy, particularly from trainees' perspective. In our study, we used Interpretative Phenomenological Analysis to analyse transcripts of semistructured interviews with 10 systemic family therapy trainees. Here, we present one of the four superordinate analytic themes, entitled "Moving between reflexive processes". Our analysis suggests that trainees seem to experience reflexivity as a multifaceted, dialogic process, which occurs both at an inner and at an outer space and both synchronically but also subsequently to the therapeutic/training process. We conclude by raising implications for family therapy training. Video abstract accessible by clicking here.

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Section: Discussionsupporting

confidence: 86%

Moving Between Dialogic Reflexive Processes In Systemic Family Therapy Training: An Interpretative Phenomenological Study of Trainees’ Experience

Givropoulou

Tseliou

2017

J Marital Family Therapy

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“…Recently additional approaches to supervision have evolved (e.g., Borders, ; Duncan & Reese, ; Ellis, ; Franklin, ; Gonzalves & Milne, ; Goodyear, ; Holloway, ; Martinez, ; Milne, Sheikh, Pattison, & Wilkinson, ; Roberts, ; Senediak, ). Some of these introduce collaborative and reflecting processes in supervision and clinical work (e.g., Andersen, ; Anderson & Goolishian, ; Seikkula, ), suggesting more open, dialogical, and collaborative approaches.…”

Section: The Research Question Of the Papermentioning

confidence: 99%

Dialogical Research in Supervision: Practical Guidelines from Experienced Supervisors in Family Therapy, Child Protection, and Specialty Mental Health Services

Flåm

2016

ANZ J of Family Therapy

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This two-year qualitative participatory research project examines practical guidelines for supervision. Sixteen experienced supervisors across professional settings of family therapy, child protection, and specialty mental health services in the geographical regions of Northern Norway and Northern Sweden outline four main practical guidelines in supervision based on their supervisory practices: (1) elaborating an agreed-upon contract; (2) exploring potential formats; (3) exploring contents; (4) acknowledging responsibility for process and dilemmas. Participants summarised how they generated mutual growth in supervisory relationships, while being respectful of the first-person perspective of supervisees. The study challenges pre-dominating guidelines about deficit-or developmental stage-oriented supervision. It illustrates reflecting processes and a polyphonic orientation in supervision by welcoming diversity, wondering, and tolerance for the not-yet-decided among involved persons in a mutual exploration and calibration of relevant knowledge. It outlines a dialogical research for sharing, exploring, and questioning knowledge as beneficial for whom, told by whom, and evaluated by whom.1 Supervision is mandatory in family therapy educational programs, clinical specialisation, and included as ordinary working methods in family therapy, child protection, and mental health services. However, practical guidelines for doing both supervision and practice-anchored research on supervision are often asked for. 2 Therefore, a two-year participatory qualitative research project was undertaken inviting experienced, practicing supervisors from family therapy, child protection and specialty mental health services, across professions and theoretical orientations, to outline their main practical guidelines for supervision. 3 Participants (16) joined a two-year 'dialogical and practical research forum, ' where their own and others' live, ongoing supervision was performed, discussed, and reflected upon to allow practical guidelines to be articulated and summarised. 4 Four main guidelines emerged: (1) to elaborate an agreed-upon contract;(2) to explore potential formats(3) to explore contents, and (4) to acknowledge the supervisor's responsibility for process and dilemmas. 5 The study illustrates reflecting processes and a polyphonic orientation in supervision by welcoming diversity, wondering, and tolerance for the not-yet-decided among involved persons in a mutual exploration and calibration of relevant knowledge. It outlines a dialogical research for sharing, exploring, and questioning knowledge as beneficial for whom, told by whom, and evaluated by whom.

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“…Regular supervision is essential to equipping clinicians with self-awareness needed to recognise the push and pull of opposing family members and to avoid possible emotional alliances (Senediak, 2014). It is well established that regular clinical supervision, in particular supervision that promotes self-reflective practice, enhances therapeutic outcomes and supports staff wellbeing (Blomberg & Sahlberg-Blom, 2007;Fearon & Nicol, 2011;Jack & Miller, 2007;Mandell, Stalker, de Zeeuw Wright, Frensch & Harvey, 2013;Senediak, 2014).…”

Section: 'I Need Consistency and Direction From Management'mentioning

confidence: 99%

Working with Families Who Experience Parental Mental Health and/or Drug and Alcohol Problems in the Context of Child Protection Concerns: Recommendations for Service Improvement

Coates

Howe

2015

Aust N Z J Fam Ther

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Child abuse and neglect often occur within the context of multiple risk factors, in particular parental mental health (MH) and/or drug and alcohol (D&A) problems. Interventions aimed at improving parental MH and D&A issues can have a positive impact on children now, as well as in the future. However, implementing sustainable service models that facilitate positive change for families with multiple risk factors is challenging. The purpose of the present study was to gain feedback from key stakeholders on a service model targeted at families where there are parental D&A, MH and child protection concerns to identify possible strengths and limitations of the model. This identified possible strategies for service improvement from the perspective of discharged clients and clinical staff. Gaining feedback from key stakeholders on service models is increasingly recognised as central to service evaluation and development. Ten interviews were conducted with clinical staff and twenty interviews with discharged clients of a pilot service that works with families where the child or children are at risk of significant harm in the context of parental MH and/or D&A issues. The interviews with clinicians highlighted difficulties working with this complex client group and its impact on staff burnout. Clinicians suggested how the model could be changed to better support clinical staff from burnout. Interviews with discharged clients highlighted the importance of the relationship with the worker in establishing client engagement and facilitating change. The way in which these recommendations informed the design of the service model is discussed.Keywords: service design and improvement, qualitative enquiry, staff burnout, parental mental illness, parental drug and alcohol problems, child protection Key Points1 Families that come into contact with child protection services commonly experience multiple risk factors, in particular parental mental health and/or drug and alcohol problems. 2 Families with these risk factors benefit from interventions that include the whole family in treatment. 3 While much of the evidence-base focuses on first order change, for many of these families more enduring change may come from a change in the family system. 4 Interviews with clinicians highlight the difficulties of working with complex and crisis prone families and its impact on staff burnout. 5 Given the strong relationship between client outcomes and staff wellbeing, how to protect staff against burnout should be a key consideration in the design of service models.

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Integrating Reflective Practice in Family Therapy Supervision

Cited by 15 publications

References 56 publications

Moving Between Dialogic Reflexive Processes In Systemic Family Therapy Training: An Interpretative Phenomenological Study of Trainees’ Experience

Moving Between Dialogic Reflexive Processes In Systemic Family Therapy Training: An Interpretative Phenomenological Study of Trainees’ Experience

Dialogical Research in Supervision: Practical Guidelines from Experienced Supervisors in Family Therapy, Child Protection, and Specialty Mental Health Services

Working with Families Who Experience Parental Mental Health and/or Drug and Alcohol Problems in the Context of Child Protection Concerns: Recommendations for Service Improvement

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